Instructional Objectives:
Students will be able to calculate a waves speed based on its frequency and wavelength.
Materials Needed:
Scaffolded notes
water bath
wooden dowel with width just less than that of water bath
Home work assignment scaffolding.
Introduction:
5 min: I will begin by taking attendance while the students, with a neighbor, exchange their ideas on the question I asked at the end of last class, “What do you think determines a wave’s speed. Is a waves speed constant?“
5 min: students will share their ideas with the class as I write them on the board. I will ask students to, “keep these ideas in mind as we cover some new material on wave speed. If I cover some material that disproves one of your ideas we will cross it off.”
Activities & Assignments:
20 min: I will now distribute scaffolded notes on wave speed. This will include basics and formulas as well as information on the Doppler effect including clips and a demo. Also some fun facts about breaking the sound barrier, why your voice sounds different in a recording, ‘c’ the ultimate speed limit. These topics could be interesting to some students and will help hold their interest through the note taking.
10 min: Lab on wave speed
Students will be asked to roll a wooden dowel through a water bath slowly, and then quickly to see if there will be any difference Be sure to try this. Will you provide a representation for students to record their observations and conclusions? Another suggestion: Why not have students try to find a way to change the speed of a wave on a slinky? (Tight slinkys have faster waves.) If they figure it out, great, otherwise, you can give them a hint: How can you change the medium instead of how you create the wave?
Closure:
5 min: To finish the class I will ask the class
Q: “What we could have done to change the speed of the wave”
A: “change the liquid”
A: “Add something to the liquid, ie. Salt”
10 min: This will lead into their homework assignment, which is to design a procedure that will determine the speed of a wave going through a slinky. They will get a hand out that will lead them in the right direction, give some background info, as well as some hints for different ways to approach the problem, and they can use these last few minutes to ask any questions they may have, and meet with their groups to get the ball rolling. The assignment will be due at the end of class tomorrow, and the lab will be done the following day.
Unit: Wave Behavior
Topic: Wave Speed
Instructional Objectives:
Students will be able to calculate a waves speed based on its frequency and wavelength.
Materials Needed:
Scaffolded notes
water bath
wooden dowel with width just less than that of water bath
Home work assignment scaffolding.
Introduction:
5 min: I will begin by taking attendance while the students, with a neighbor, exchange their ideas on the question I asked at the end of last class, “What do you think determines a wave’s speed. Is a waves speed constant?“
5 min: students will share their ideas with the class as I write them on the board. I will ask students to, “keep these ideas in mind as we cover some new material on wave speed. If I cover some material that disproves one of your ideas we will cross it off.”
Activities & Assignments:
20 min: I will now distribute scaffolded notes on wave speed. This will include basics and formulas as well as information on the Doppler effect including clips and a demo. Also some fun facts about breaking the sound barrier, why your voice sounds different in a recording, ‘c’ the ultimate speed limit. These topics could be interesting to some students and will help hold their interest through the note taking.
10 min: Lab on wave speed
Students will be asked to roll a wooden dowel through a water bath slowly, and then quickly to see if there will be any difference
Be sure to try this. Will you provide a representation for students to record their observations and conclusions?
Another suggestion: Why not have students try to find a way to change the speed of a wave on a slinky? (Tight slinkys have faster waves.) If they figure it out, great, otherwise, you can give them a hint: How can you change the medium instead of how you create the wave?
Closure:
5 min: To finish the class I will ask the class
Q: “What we could have done to change the speed of the wave”
A: “change the liquid”
A: “Add something to the liquid, ie. Salt”
10 min: This will lead into their homework assignment, which is to design a procedure that will determine the speed of a wave going through a slinky. They will get a hand out that will lead them in the right direction, give some background info, as well as some hints for different ways to approach the problem, and they can use these last few minutes to ask any questions they may have, and meet with their groups to get the ball rolling. The assignment will be due at the end of class tomorrow, and the lab will be done the following day.